Obstáculos didáticos na educação matemática: o conceito de números racionais no 6º ano do ensino fundamental.
Autor(a) principal: | |
---|---|
Data de Publicação: | 2012 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UNIOESTE |
Texto Completo: | http://tede.unioeste.br/handle/tede/3612 |
Resumo: | This work deals with the occurrence of the didactic obstacles in Mathematics' teaching, focusing on the apprenticeship of Rational Numbers, during the 6th grade of Elementary School. Its purpose consists on furnishing subsidies to the pedagogical practice of Mathematics, based on the historical-critical Pedagogy, which considers essential the educational work, which makes possible the appropriation of scientific knowledges in this area, and what, also, supports a conscious social proceeding. The first two chapters seek to support the camp research – which is cleared in third chapter - as a theoretical reference. The first chapter approaches the relationships between the school curriculum and society, considered fundamental to the analysis of the didactic action, because they influence it constantly. The second chapter presents the categories: whole, dialectical mediation, unit theory and practice, and contradiction, which are characterized as the basis of analysis of the didactic action, recorded by camp research. In the same chapter, an outline is made turned to the teaching of Mathematics, more specifically for the teaching of Rational Numbers, in order to fulfill the main objective of this work. The third chapter presents the methodology (subject, material and procedure) of the camp research and analysis of researched data. This is a camp research aimed at analyzing the pedagogical practice used by teachers of 6th grade, while introducing the concept of Rational Numbers, content that will constitute the basis for learning most of the other contents of the subsequent grades, in which, by its complexity, possible epistemological and didactic obstacles were searched. The camp research was conducted during the school year 2011, with two colleges of Public School System, in urban area of Cascavel. From the ensemble of collected data, with bases on the categories presented in first and second chapters, were extracted the elements for the analysis, without considering the chronology of events, and yes, their similarity, since the Annex 1: transcript of filmed lectures, presents wholly the same data. The camp research allowed to subsidize the educational work related to Rational Numbers, and its purpose was to emphasize about the obstacles originated from the didactic action itself, which can lead to epistemological obstacles. Finally, some considerations make the junction between the three chapters, linking the various relationships among didactic action, curriculum, historical-critical pedagogy, and society. |
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Maria Lidia Sica , Szymanskihttp://lattes.cnpq.br/9237911847876411Soares, Maria Tereza Carneirohttp://lattes.cnpq.br/6169040006979911Zanardini, João Batistahttp://lattes.cnpq.br/5660324798334927Figueiredo, Ireni Marilene Zagohttp://lattes.cnpq.br/0727859600733159http://lattes.cnpq.br/7789748364272815Meier, Wander Mateus Branco2018-05-09T19:49:03Z2012-07-10MEIER, Wander Mateus Branco. Obstáculos didáticos na educação matemática: o conceito de números racionais no 6º ano do ensino fundamental. 2012.114 f. Dissertação ( Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Cascavel, 2012.http://tede.unioeste.br/handle/tede/3612This work deals with the occurrence of the didactic obstacles in Mathematics' teaching, focusing on the apprenticeship of Rational Numbers, during the 6th grade of Elementary School. Its purpose consists on furnishing subsidies to the pedagogical practice of Mathematics, based on the historical-critical Pedagogy, which considers essential the educational work, which makes possible the appropriation of scientific knowledges in this area, and what, also, supports a conscious social proceeding. The first two chapters seek to support the camp research – which is cleared in third chapter - as a theoretical reference. The first chapter approaches the relationships between the school curriculum and society, considered fundamental to the analysis of the didactic action, because they influence it constantly. The second chapter presents the categories: whole, dialectical mediation, unit theory and practice, and contradiction, which are characterized as the basis of analysis of the didactic action, recorded by camp research. In the same chapter, an outline is made turned to the teaching of Mathematics, more specifically for the teaching of Rational Numbers, in order to fulfill the main objective of this work. The third chapter presents the methodology (subject, material and procedure) of the camp research and analysis of researched data. This is a camp research aimed at analyzing the pedagogical practice used by teachers of 6th grade, while introducing the concept of Rational Numbers, content that will constitute the basis for learning most of the other contents of the subsequent grades, in which, by its complexity, possible epistemological and didactic obstacles were searched. The camp research was conducted during the school year 2011, with two colleges of Public School System, in urban area of Cascavel. From the ensemble of collected data, with bases on the categories presented in first and second chapters, were extracted the elements for the analysis, without considering the chronology of events, and yes, their similarity, since the Annex 1: transcript of filmed lectures, presents wholly the same data. The camp research allowed to subsidize the educational work related to Rational Numbers, and its purpose was to emphasize about the obstacles originated from the didactic action itself, which can lead to epistemological obstacles. Finally, some considerations make the junction between the three chapters, linking the various relationships among didactic action, curriculum, historical-critical pedagogy, and society.Este trabalho trata da ocorrência dos obstáculos didáticos no ensino da disciplina de Matemática, com enfoque no ensino dos Números Racionais, no 6º ano do Ensino Fundamental. Seu objetivo é dar subsídios à prática pedagógica da matemática, fundamentados na pedagogia histórico-crítica, a qual considera essencial o trabalho pedagógico que possibilite a apropriação dos conhecimentos científicos na área, favorecendo uma ação social consciente. As duas primeiras seções procuram subsidiar a pesquisa de campo, explicitadas na terceira seção, como referencial teórico. A primeira seção aborda as relações existentes entre o currículo escolar e a sociedade, consideradas essenciais para a análise da ação didática, por influenciarem-na constantemente. A segunda apresenta as categorias: totalidade, mediação dialética, unidade teoria e prática e contradição, que se caracterizam como base para análise da ação didática registrada pela pesquisa de campo. Ainda nesta seção, realiza-se um recorte voltado ao ensino da matemática, mais especificamente para o ensino dos números racionais, no intuito de cumprir com o objetivo principal do trabalho. A terceira seção apresenta a Metodologia – sujeitos, material utilizado e procedimento – da pesquisa de campo e a análise dos dados da pesquisa. Trata-se de uma pesquisa de campo objetivando analisar a prática pedagógica utilizada por professores de 6º ano do Ensino Fundamental, durante a introdução do conceito dos Números Racionais, conteúdo que se constituirá como base para o aprendizado da maioria dos demais conteúdos das séries subsequentes, no qual, pela sua complexidade, buscaram-se possíveis obstáculos didáticos e epistemológicos. A pesquisa de campo foi realizada durante o ano letivo de 2011, em dois colégios da rede pública de ensino da área urbana do município de Cascavel. Do conjunto de dados coletados, com base nas categorias apresentadas nas seções 1 e 2, extraíram-se os elementos para análise, sem considerar a cronologia dos fatos, mas sim sua similaridade, uma vez que o Anexo 1: Transcrição das aulas filmadas, apresenta os mesmos dados na íntegra. A pesquisa de campo objetivou analisar o trabalho pedagógico com os Números Racionais e visou ressaltar os obstáculos provenientes da própria ação didática, os quais podem provocar Obstáculos Epistemológicos. Por fim, algumas considerações fazem a junção entre as três seções, vinculando as diversas relações entre a ação didática, o currículo, a Pedagogia Histórico-Crítica e a sociedade.Submitted by Rosangela Silva (rosangela.silva3@unioeste.br) on 2018-05-09T19:49:03Z No. of bitstreams: 2 Wander Mateus Branco Méíer.pdf: 599611 bytes, checksum: eba201137990f12b24d83bf8524f2dbc (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2018-05-09T19:49:03Z (GMT). No. of bitstreams: 2 Wander Mateus Branco Méíer.pdf: 599611 bytes, checksum: eba201137990f12b24d83bf8524f2dbc (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2012-07-10application/pdfpor6588633818200016417500Universidade Estadual do Oeste do ParanáCascavelPrograma de Pós-Graduação em EducaçãoUNIOESTEBrasilCentro de Educação, Comunicação e Arteshttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessProcessos de EnsinoEnsino FundamentalObstáculos DidáticosObstáculos EpistemológicosNúmeros RacionaisTeaching proceedingsElementary SchoolDidactic ObstaclesEpistemological ObstaclesRational NumbersCIENCIAS HUMANAS::EDUCACAOObstáculos didáticos na educação matemática: o conceito de números racionais no 6º ano do ensino fundamental.info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-84512857932284779376006006006678066452762177366-240345818910352367reponame:Biblioteca Digital de Teses e Dissertações do UNIOESTEinstname:Universidade Estadual do Oeste do Paraná (UNIOESTE)instacron:UNIOESTEORIGINALWander Mateus Branco Méíer.pdfWander Mateus Branco Méíer.pdfapplication/pdf599611http://tede.unioeste.br:8080/tede/bitstream/tede/3612/5/Wander+Mateus++Branco+M%C3%A9%C3%ADer.pdfeba201137990f12b24d83bf8524f2dbcMD55CC-LICENSElicense_urllicense_urltext/plain; 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dc.title.por.fl_str_mv |
Obstáculos didáticos na educação matemática: o conceito de números racionais no 6º ano do ensino fundamental. |
title |
Obstáculos didáticos na educação matemática: o conceito de números racionais no 6º ano do ensino fundamental. |
spellingShingle |
Obstáculos didáticos na educação matemática: o conceito de números racionais no 6º ano do ensino fundamental. Meier, Wander Mateus Branco Processos de Ensino Ensino Fundamental Obstáculos Didáticos Obstáculos Epistemológicos Números Racionais Teaching proceedings Elementary School Didactic Obstacles Epistemological Obstacles Rational Numbers CIENCIAS HUMANAS::EDUCACAO |
title_short |
Obstáculos didáticos na educação matemática: o conceito de números racionais no 6º ano do ensino fundamental. |
title_full |
Obstáculos didáticos na educação matemática: o conceito de números racionais no 6º ano do ensino fundamental. |
title_fullStr |
Obstáculos didáticos na educação matemática: o conceito de números racionais no 6º ano do ensino fundamental. |
title_full_unstemmed |
Obstáculos didáticos na educação matemática: o conceito de números racionais no 6º ano do ensino fundamental. |
title_sort |
Obstáculos didáticos na educação matemática: o conceito de números racionais no 6º ano do ensino fundamental. |
author |
Meier, Wander Mateus Branco |
author_facet |
Meier, Wander Mateus Branco |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Maria Lidia Sica , Szymanski |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/9237911847876411 |
dc.contributor.referee1.fl_str_mv |
Soares, Maria Tereza Carneiro |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/6169040006979911 |
dc.contributor.referee2.fl_str_mv |
Zanardini, João Batista |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/5660324798334927 |
dc.contributor.referee3.fl_str_mv |
Figueiredo, Ireni Marilene Zago |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/0727859600733159 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/7789748364272815 |
dc.contributor.author.fl_str_mv |
Meier, Wander Mateus Branco |
contributor_str_mv |
Maria Lidia Sica , Szymanski Soares, Maria Tereza Carneiro Zanardini, João Batista Figueiredo, Ireni Marilene Zago |
dc.subject.por.fl_str_mv |
Processos de Ensino Ensino Fundamental Obstáculos Didáticos Obstáculos Epistemológicos Números Racionais |
topic |
Processos de Ensino Ensino Fundamental Obstáculos Didáticos Obstáculos Epistemológicos Números Racionais Teaching proceedings Elementary School Didactic Obstacles Epistemological Obstacles Rational Numbers CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Teaching proceedings Elementary School Didactic Obstacles Epistemological Obstacles Rational Numbers |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This work deals with the occurrence of the didactic obstacles in Mathematics' teaching, focusing on the apprenticeship of Rational Numbers, during the 6th grade of Elementary School. Its purpose consists on furnishing subsidies to the pedagogical practice of Mathematics, based on the historical-critical Pedagogy, which considers essential the educational work, which makes possible the appropriation of scientific knowledges in this area, and what, also, supports a conscious social proceeding. The first two chapters seek to support the camp research – which is cleared in third chapter - as a theoretical reference. The first chapter approaches the relationships between the school curriculum and society, considered fundamental to the analysis of the didactic action, because they influence it constantly. The second chapter presents the categories: whole, dialectical mediation, unit theory and practice, and contradiction, which are characterized as the basis of analysis of the didactic action, recorded by camp research. In the same chapter, an outline is made turned to the teaching of Mathematics, more specifically for the teaching of Rational Numbers, in order to fulfill the main objective of this work. The third chapter presents the methodology (subject, material and procedure) of the camp research and analysis of researched data. This is a camp research aimed at analyzing the pedagogical practice used by teachers of 6th grade, while introducing the concept of Rational Numbers, content that will constitute the basis for learning most of the other contents of the subsequent grades, in which, by its complexity, possible epistemological and didactic obstacles were searched. The camp research was conducted during the school year 2011, with two colleges of Public School System, in urban area of Cascavel. From the ensemble of collected data, with bases on the categories presented in first and second chapters, were extracted the elements for the analysis, without considering the chronology of events, and yes, their similarity, since the Annex 1: transcript of filmed lectures, presents wholly the same data. The camp research allowed to subsidize the educational work related to Rational Numbers, and its purpose was to emphasize about the obstacles originated from the didactic action itself, which can lead to epistemological obstacles. Finally, some considerations make the junction between the three chapters, linking the various relationships among didactic action, curriculum, historical-critical pedagogy, and society. |
publishDate |
2012 |
dc.date.issued.fl_str_mv |
2012-07-10 |
dc.date.accessioned.fl_str_mv |
2018-05-09T19:49:03Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
MEIER, Wander Mateus Branco. Obstáculos didáticos na educação matemática: o conceito de números racionais no 6º ano do ensino fundamental. 2012.114 f. Dissertação ( Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Cascavel, 2012. |
dc.identifier.uri.fl_str_mv |
http://tede.unioeste.br/handle/tede/3612 |
identifier_str_mv |
MEIER, Wander Mateus Branco. Obstáculos didáticos na educação matemática: o conceito de números racionais no 6º ano do ensino fundamental. 2012.114 f. Dissertação ( Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Cascavel, 2012. |
url |
http://tede.unioeste.br/handle/tede/3612 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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dc.relation.confidence.fl_str_mv |
600 600 600 |
dc.relation.department.fl_str_mv |
6678066452762177366 |
dc.relation.cnpq.fl_str_mv |
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http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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openAccess |
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dc.publisher.none.fl_str_mv |
Universidade Estadual do Oeste do Paraná Cascavel |
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Programa de Pós-Graduação em Educação |
dc.publisher.initials.fl_str_mv |
UNIOESTE |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Centro de Educação, Comunicação e Artes |
publisher.none.fl_str_mv |
Universidade Estadual do Oeste do Paraná Cascavel |
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